ERIC Number: EJ1114467
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Shifting from Enrollment-to Performance-Based Funding in Higher Education: What Can We Learn from Washington's Experience?
Education Finance and Policy, v11 n4 p482-498 Fall 2016
Performance-based funding (PBF) in higher education has grown in recent years as a means of institutional accountability and incentive for improving student success. Although most states have successfully implemented their respective systems, research on early funding models suggests a difficult fiscal environment can introduce tension between theory and practice of the concept. This policy brief uses the case of Washington State's redesign of the Student Achievement Initiative to describe new implications around this tension. The revision focused on using a base reallocation as the funding source in the context of diminished state resources and the importance of college buy-in. Regression analyses tested the alignment between the principles and metrics for awarding funds, which resulted in a funding model that awarded the maximum dollars related to performance versus college characteristics. Policy makers considering new or revised PBF systems can benefit from critical lessons learned from Washington State's comprehensive process and final product.
Descriptors: Educational Finance, Higher Education, Accountability, Financial Problems, Theory Practice Relationship, Case Studies, Regression (Statistics), Educational Policy, Performance Based Assessment
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A